PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules. PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Context of Lesson:
This lesson is used to help the students learn about convection. Students will learn convection in regards to density differences.
Opportunities to Learn:
Materials:
Water
70% Isopropyl Alcohol
90% Isopropyl Alcohol
Mineral OIl
Beakers
Droppers
Safety Googles
Alcohol lamps / Heat Plates / Light bulb
Professional Resources:
NA
Classroom Environment:
Students will be working individually at their lab tables during the opening activity, lecture, and closing activity.
Student will be working in groups of two during the in-class activity.
Differential Instruction:
Students with a document disability will be given a similar entrance/exit assessment. However, there will be step-by-step instructions given to assist the student. Students with disabilities will also receive a print out of the class notes. Also students will be given more explicit directs for the lab activity.
Students who are advanced or willing to try will be given a "My Science is Tight!" question on the opening/closing assessment. This is a question that has a higher Depth of Knowledge than the other question.
Cooperative Learning:
Students will be working in groups of two during the lab assignment. During the rest of the class the students will be working individually.
Depth of Knowledge:
Level 1 (Recall and Reproduction)
Level 2 (Skills and Concepts)
Objectives:
Students will be able to define convection to a 85% proficiency.
Students will be able to diagram convection currents to 90% proficiency
Students will be able to describe examples of convection currents from their daily life to 85% proficiency..
Instruction:
Opening:
A powerpoint presentation will be used to frame our activities throughout the lesson.
The first PPT slide will be projected as students filter into class and take their seats.
Instructions on slide: Individually or with a neighbor, write down an answer to this question:
"Why are radiators and baseboard heaters on the floor and not on the ceiling? Hint: Because heat rises or because it is lighter than air will not be accepted as correct."
Be sure you include your reasoning for your answer.
Ask two or three students to share their reasoning.
Students might still say "because heat rises" even though though they were told otherwise.
Hopefully some students will mention density or buoyancy.
Validate Student's answers or thinking but do not give answers. Create a need to know. It looks like we're not sure about this...
Transition to lesson by saying something like: "We have have some of the basic ideas of how convection works but we need to put the missing pieces in"
We'll start the lesson by taking some notes and then we'll do a lab activity on convection. Take out your notebooks so we can get started....
Engagement:
First I will remind the students of how we measure density and what happens when we combine two or more liquids of different densities.
This will be followed by the explanation that when objects change temperature there density changes.
I will then pose the question what happens when you heat heat a liquid or gas like we did in the conduction experiment.
Unlike the solid metal which can not "move" when the liquid or gas is heated it can move. This then creates a convection current.
I will call on the students and see what they believe.
Students will then participate in a laboratory activity in which the students learn how to make there own lava lamps.
The students will first be given a beaker of water. The students are then to drop mineral oil into and record what happens (The mineral oil should float to the top). Next, the students will put 90% isoproyl Alcohol into the beaker. They will again place a few drops of Mineral oil in and record what happens (The mineral oil will sink). The students will then place the beaker over a heating source to try and start a convection current. After that the students will slowly add 70% isopropyl alcohol or water to the beaker which will bring the density of the two liquids closer together.
The students should record the data from the lab and put in into table and chart form.
Similar to the previous lesson, you need to do more to separate your activities into different phases of the lesson provide a meaningful context for this activity. I am also concerned by the idea of having alcohol and a heat source in the same lab. Did you find this lab in a text? If so, you should reference it so that your readers will know that the activity has at least be tried.
After the lab activity I will recap what the purpose of the lesson and ask if they have any question about the lab.
Students will be reminded that the lab is due Monday.
We then transition into the closing activity.
Closure:
Student will be given their closing question on the ppt.
"Why are air condition vents commonly on the ceiling in rooms instead of on the floor?"
Students should answer the question individually with a labeled diagram and a short paragraph with their explanation.
Lesson Plan
Lesson Title: Convection
State Standards: GLEs/GSEs
PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules.PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Context of Lesson:
This lesson is used to help the students learn about convection. Students will learn convection in regards to density differences.Opportunities to Learn:
Materials:
Professional Resources:
NAClassroom Environment:
Differential Instruction:
Students with a document disability will be given a similar entrance/exit assessment. However, there will be step-by-step instructions given to assist the student. Students with disabilities will also receive a print out of the class notes. Also students will be given more explicit directs for the lab activity.Students who are advanced or willing to try will be given a "My Science is Tight!" question on the opening/closing assessment. This is a question that has a higher Depth of Knowledge than the other question.
Cooperative Learning:
Students will be working in groups of two during the lab assignment. During the rest of the class the students will be working individually.Depth of Knowledge:
Level 1 (Recall and Reproduction)Level 2 (Skills and Concepts)
Objectives:
Students will be able to define convection to a 85% proficiency.Students will be able to diagram convection currents to 90% proficiency
Students will be able to describe examples of convection currents from their daily life to 85% proficiency..
Instruction:
Opening:
Engagement:
- First I will remind the students of how we measure density and what happens when we combine two or more liquids of different densities.
- This will be followed by the explanation that when objects change temperature there density changes.
- I will then pose the question what happens when you heat heat a liquid or gas like we did in the conduction experiment.
- Unlike the solid metal which can not "move" when the liquid or gas is heated it can move. This then creates a convection current.
- I will call on the students and see what they believe.
- Students will then participate in a laboratory activity in which the students learn how to make there own lava lamps.
- The students will first be given a beaker of water. The students are then to drop mineral oil into and record what happens (The mineral oil should float to the top). Next, the students will put 90% isoproyl Alcohol into the beaker. They will again place a few drops of Mineral oil in and record what happens (The mineral oil will sink). The students will then place the beaker over a heating source to try and start a convection current. After that the students will slowly add 70% isopropyl alcohol or water to the beaker which will bring the density of the two liquids closer together.
- The students should record the data from the lab and put in into table and chart form.
Similar to the previous lesson, you need to do more to separate your activities into different phases of the lesson provide a meaningful context for this activity. I am also concerned by the idea of having alcohol and a heat source in the same lab. Did you find this lab in a text? If so, you should reference it so that your readers will know that the activity has at least be tried.Closure:
Assessment: